Education guide 'Eindhoven designs' - Technische Universiteit ...

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Introduction
Based on the department’s focus and
learning approach, we have developed the
ID Competence Framework. Being a student
and developing through a competencycentred
learning approach, puts an emphasis
on activities and processes. So becoming
a designer is not merely about being able
to deliver qualitative excellent intelligent
systems, products and related services, it is
also about the process and competency of
accomplishing this excellent design, and the
process of becoming a competent designer.
Therefore, the ID Competence Framework tries
to capture the overall competence of designing,
which consists of both the process of
designing and becoming a designer, and the
resulting design. The overall competence of
designing is shaped by the integration of:
• 1. The student’s development of the different
competency areas, both with respect to
‘weight’ (breadth and depth per competency
area) and ‘profile’ (the contour of all competency
areas with respect to depth) as well
as the student’s insight in their competency
development. So the development of competency
areas refers to process (of designing
and of becoming a designer) as well as to
content (the elements of a design).
• 3. The quality of the student’s overall
design or the whole of his/her deliverables,
including the extent to which the student’s
deliverables show the student’s own ‘signature’.
• 4. The student’s overall attitude including
the professional and personal attitude.
In the remaining part of this chapter as well
as the next two chapters we will provide an indepth
explanation of these four elements that
comprise the ID Competence Framework. In
this chapter we will clarify the ten competency
areas that form the bases of the ID Competence
Framework. In the next two chapters we
will describe two perspectives for looking at
competence development. The first perspective
described in chapter five looks at the four
elements within a specific learning activity
such as a project, an assignment, a module
or a master class. The second perspective described
in chapter six looks at the relationships
between several learning activities resulting in
the overall development of competence of designing.
The student can look for behavioural
patterns, ‘identity’ patterns of the deliverables,
and growth as a designer over time while carrying
out several learning activities. Growth is
obtained through different stages.
• 2. The extent to which the student is in
control of the activities he/she performs
within the (design) process of a specific
learning activity, as well as the process
‘profile’ of a student: the path and steps
the student prefers to take in the (design)
process, so which steps and in which order.